‘Beyond Words’

Dyslexia Awareness W

eek | 14-20 October 2013

School Pack

Beyond WordsWelcome! Thank you for taking part in our Dyslexia Awareness Week. We hope that this year will be the biggest week yet, spreading information throughout the country.

This year’s theme is Dyslexia: Beyond Words. It strives to tackle the misconception that dyslexia only affects someone’s reading and writing. In fact dyslexia can cause a range of difficulties and strengths including organisational and time management problems and creative vision. It is vital that schools and the dyslexic pupils themselves understand that they are struggling with certain aspects of school life because of dyslexia, and not because they are stupid or not trying hard enough. Furthermore the gifts that dyslexia can bring need to be celebrated.

This pack is full of information and activities to help you spread awareness about dyslexia and help people realise that dyslexia is: beyond words

Contents1. Identifying Dyslexia

2. How dyslexia affects pupils/Making your classroom dyslexia friendly

3. Activities: a. With dyslexic children b. With staff c. With a classroom d. With an assembly e. With a whole school 4. What the BDA offers schools

Written Work• Poor standard of written work compared with oral ability• Produces messy work with many crossing out and words • Persistently confused by letters which look similar e.g (b/d, p/g)• Spells a word several different ways in one piece of writing• Has difficulty with punctuation and/or grammar• Produces phonetic and bizarre spelling: not age/ability appropriate

Reading• Makes poor reading progress• Finds it difficult to blend letters together• Fails to recognise familiar words• Is hesitant and laboured in reading, especially when reading aloud• Misses out words/lines when reading, or adds extra words• Has difficulty picking out the most important points from a passage

Numeracy • Shows confusion with number order e.g. units, tens, hundreds• Has difficulty remembering anything in a sequential order e.g. tables, days of week• Finds mental arithmetic at speed very difficult• Can think at a high level in mathematics, but needs a calculator for simple calculations

Organisation and Behaviour • Difficulty in learning to tell the time • Shows poor time keeping• Disorganised and forgetful e.g. over sport equipment and homework• Confuses direction – left/right• Poor concentration • Difficulty following instructions• Class clown or disruptive to avoid/mask difficulties

Identifying Dyslexia

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right leftStrengths of Dyslexia • Big picture thinking• Strong visual skills• Creative talent• Excellent trouble shooting• Innovative thinking

Difficulty: Remembering Instructions Reason: Working memory problems means that pupils can’t hold onto several instructions at once Solution: • Repeat instructions/ information in a multisensory way and check for understanding i.e. say it, write it on

the board and demonstrate it• Make instructions short, simple and precise

Difficulty: Pupil forgets/hasn’t understood what to do for homework Reason: Working memory and writing difficulties means child forgets or doesn’t record homework correctlySolution: • Check students have understood homework by getting them to repeat it back• Hand out written instructions for homework to be glued into homework diaries

Difficulty: Pupil avoids tasks/acts up Reason: Fear of ridicule means child tries to conceal difficultiesSolution: • Give every student the right to decline reading aloud so a dyslexic child is not singled out• Allow pupil to pre-read/ prepare what they will read out or write in front of the class• Setting achievalbe targets for tests

Difficulty: Pupil forgets equipment/doesn’t have the correct work for correct class Reason: Organisation difficulties Solution: • Colour code and symbol timetables and what’s needed for them• Have spare equipment clearly labelled in class that students can borrow

How dyslexia affects your pupils

Difficulty: Erratic spelling Reason: Poor visual and working memorySolution: • Key words placed strategically around the classroom to support current topics• Mark 5 common errors in work and concentrate on helping them with these

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Difficulty: Words move around on the page when they try to readReason: Some dyslexics have visual stress Solution: • Use pale colours to print on/write on instead of black words on white background• Look into coloured overlays for pupil’s personal use

Difficulty: Can’t get all the work done in the time givenReason: Processing and organisational difficultiesSolution: • Give extra time• Adapt work so they can take part i.e. mind map with key facts and ideas rather than whole essay• Cut down on non-vital work so they can take time over what is vital

Difficulty: Has good days and bad daysReason: It just happens! Solution: • Be understanding • Concentrate on what they are getting right • Don’t ask them to ‘try harder!’ they are probably trying twice as hard as all the other pupils.

Make your classroom dyslexia friendly

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2Difficulty: Pupil is unmotivated or frustratedReason: Feels they are a failure/annoyed they can’t get past the basicsSolution: • Mark positively, always find something to compliment • Allow aids to help children access curriculum i.e. calculator to do basic maths so they can access the

more complex theory• Allow answers/ activities to be multisensory like having discussion groups and oral answers, not just

written down ones• ‘Go for it!’ Don’t let spelling, grammar areas get in the way of interesting language and content

Activities With Dyslexic Children

Activities: With Dyslexic Children : Description Without Words

We want to encourage dyslexic children to express themselves. So we’re asking dyslexic students to describe their dyslexia – without words.

This can be done in any medium you and they wish as long as no words are involved. Mime, song, drawing, sculpture, dance… whatever!

We strongly encourage you to display these interpretations in your school; either on a board, at an assembly or on your website.

We would love to receive documentations of these interpretations to share with our community. All art pieces will be entered into a competition to become the front cover of our International Conference programme seen by over 600 people who attend from all over the world.

If sending in work (please send in pictures and videos of work if bigger than an A4 piece of paper), fill in the permission form on our website and return to Eorann Lean, British Dyslexia Association, Unit 8 Bracknell Beeches, Bracknell, RG12 7BW

With a Class: Learning Styles

Everybody learns in their own way and those with dyslexia are just the same. Students with dyslexia process information differently from others which is why they benefit from a multi-sensory approach.

Spend time with your class finding out what their different learning styles are. You might find that a multi-sensory approach will help many more than just the dyslexic pupils.

Ask them the following questions and get them to record how many As, Bs and Cs they answer with.

Activities With a Class

1) What distracts you when you are concentrating? a. Untidiness or movement b. Sounds or noises c. Activity around you

2) Think of a wood with a river running through it. Do you... a. See a vivid detailed picture e.g the colour of the leaves of the trees b. Hear the sound of the river running and wind through the trees c. See the movement of the leaves and river

3) When you meet someone again after sometime do you usually remember... a. their face and where you met them but forget their name. b. their name and what you talked about c. what you did together

4) In your spare time do you prefer to... a. Watch TV or see a play or movie b. Listen to the radio or play music c. Play sport or create something

5) When trying to spell a word do you... a. Try to see the word in your mind or imagine what it looks like on paper b. Try to sound out the word by hearing it in your thoughts or saying it aloud c. Write down the word to find out if it feels right

6) When putting something together do you... a. Look at the picture/diagram and then maybe read the instructions b. Read or talk with someone about it or talk aloud as you work c. Ignore the directions and figure it out as you go along

7) When teaching someone else how to do something do you prefer to... a. Show them or draw diargarams b. Tell them or write it out c. Demonstrate to them how its done and then ask them to try

8) What is your favourite part of a book? a. Descriptive scenes – I pause to imagine the action b. Speech – I can hear the characters talk c. Action – I like to act it out myself (or maybe you don’t enjoy reading for pleasure)

Activities With a Class : Results

Mostly As : Visual Learning Style

This learner prefers to learn through seeing. They think in pictures and need to be able to create vivid mental images to retain information

Helping a visual learner: • Use graphics to reinforce information • Use colour to highlight important points in text• Suggest they illustrate their ideas as a picture before writing

Mostly Bs: Auditory Learning Style

This learner prefers to learn through hearing. They like verbal lectures and discussions. They need to be able to talk things through and listen to what others have to say.

• Read aloud and discuss information• Use tunes or rhymes as mnemonic devices• Suggest they talk through their ideas with another person before

writing

Mostly Cs: Kinaesthetic Learning Style This learner prefers to learn through doing. They need to be able to process information through interacting with the space around them.

• Make models or role play to physically experience information• Use ‘real life’ examples to explain abstract concepts• Suggest they demonstrate their ideas to another person before

writing

To extend this activity ask the class to form pairs or small discussion groups to talk about a time they remember when they learnt something well or enjoyed learning, e.g. they enjoyed learning Shakespeare because they acted it out so they could remember what happened. They can then present the difference between their experiences back to the class.

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B

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This questionnaire is based upon Honey & Mumford’s work

Activities With Staff

Encourage your colleagues to do a self audit of their classes to see how dyslexia friendly they are. You could even run a competition for the week to see who can have the most dyslexia friendly class.

No. Teaching Practice Achieved Y\N Comments

1 Clear objectives are stated at the start of the lesson (the big picture is given)

2 Links to previous learning are made

3 Priority points and/or new/key vocabulary are given, explained and recorded clearly, such as through bullet points, wall displays, etc.

4 The teacher utilises a multi-sensory approach for all learning points throughout the session, taking into account all learning styles

5 There is a minimum requirement for dyslexic pupils to record/copy information from the board or from books 6 Teacher notes/hand outs that contain the learning points are readily available for pupils

7 Pupils are encouraged to record information in a variety of ways, e.g. mind maps, diagrams, bullet points, pictures, etc.

8 All pupils are actively encouraged to make verbal contributions and take part in discussions

9 Dyslexic pupils are not made to read or write in front of the class

10 Resources/handouts are tailored to meet the needs of dyslexic pupils

11 Collaborative working is encouraged including: group work, the sharing of notes, learning buddies, etc.

With Colleagues: Dyslexia Friendly Classroom

Activity With Staff

No. Teaching Practice Achieved Y\N Comments

12 The pace of the session should take into account the needs of learners with time built in for thinking time/brain breaks

13 Frequent and effective use is made of (both open & closed) questioning to check understanding

14 Pupils are not expected to multi-task and tasks are clearly demarcated as looking, listening and writing with an equal balance of such tasks being evident

15 The lesson follows a logical sequence with each learning point leading on from the previous. Links between these learning points are frequently reinforced and made explicit

16 Pupils are encouraged to ask questions and make oral contributions

17 Additional time is allowed within sessions for dyslexic pupils to process information and for reading and writing

18 Key points are reinforced and highlighted both orally and visually

19 Effective use is made of colour, visual aids, etc. within presented information to highlight key points

20 Instructions and information are broken down into small steps with no more than 3 clear pieces of information being given at one time. Checks of understanding are made after each stage 21 Positive and constructive feedback is given to pupils at appropriate intervals

22 Homework tasks are clearly explained and homework instructions are written down for dyslexic pupils. Home work is not set in the last few minutes of the session

23 Marking criteria are clearly explained to pupils

24 There is a recap of the objectives and key learning points at the end of the session

Activity With the Whole School

With the Whole School: Dress up for Dyslexia This year we are asking all schools to hold a fundraising event on the Wednesday of Dyslexia Awareness Week to enable us to support more people with dyslexia (though of course you can do it on any day that suits).

What is Dress up for Dyslexia?

It’s just like home clothes (non-uniform) day but dress up is encouraged!

Every child is asked to donate £1 (or any amount that you choose) to come in for the day not in school uniform. This money is collected by their form teacher when taking the register.

Please send us pictures of everyone dressed up for our magazine. If you can send us a picture on the day we’ll share it on social media too.

Why Dress up for Dyslexia?

1. It raises awareness throughout the school that it’s Dyslexia Awareness Week in one simple move. Pupils will also go home and tell their parents that the day is happening informing them about the week too.

2. It’s fun! Dyslexia is not just a difficulty - it can be a real gift. Many dyslexic people find it gives them wonderful creative skills.

3. It raises money for our national helpline that gives guidance to teachers, students, parents…anyone who is affected by dyslexia!

What will the money go to?

Our national helpline receives 20,000 calls and emails a year but receives no funding. We can only keep it running through donations from our supporters. Please help us pick up the phone to teachers, parents and dyslexic people who need us.

£1 pays for a ‘Help Me’ card for dyslexic young people

£200 provides training for our helpline volunteers so they are up to date on thelatest changes to SEN provision affecting schools

£500 pays for a dyslexia specialist on the phones of our helpline for a week to answer the calls of young people in need

Further resources from the British Dyslexia Association

BooksDyslexia Friendly Schools Good Practice Guide

This book is full of tips and examples from schools and Local Education Authorities around the country to help you make your school dyslexia friendly. The chapters provide practical suggestions to support reading, spelling, writing, maths and teaching of foreign languages. (the classroom checklist in this pack comes from this book)

Dyslexia and Education: A guide for Teachers and TAs

The author looks at the role of the teacher, teaching assistant and parent in providing support to the dyslexic child, and offers plenty of advice and signposts for additional help.

Our books can be bought at www.bdastore.org.uk

ConferencesWe run a range of conferences to give teachers insights into dyslexia and other co-occurring difficulties. These provide practical help and insights for both classroom teachers just starting their journey with dyslexia and well informed SENCos and dyslexia specialists. These events also offer the opportunity to network with other teachers and education specialists.

More information at www.bdadyslexia.org.uk

International Conference:Our renowned International Conference held every 3 years is coming in 2014! This high profile conference links academic researchers with practitioners. The theme is impact through innovation promising to join cutting edge research from around the world with identification, intervention and support in the classroom. Early Bird rates are available until 31st October.

book at www.bdainternationalconference.org

Further resources from the British Dyslexia Association

Dyslexia Friendly Quality MarkWe believe that a whole school approach is essential in providing the correct learning environment for dyslexic pupils. Changing practice to accommodate dyslexic individuals also often results in good practice for everyone.

We offer the BDA Dyslexia Friendly Quality Mark scheme for schools. The scheme helps schools reach the gold standard in dyslexia friendly practices.

For an information pack email qualitymark@bdadyslexia.org.uk

TrainingThe British Dyslexia Association provides clear and helpful expert training that you can put into practice in your schools.

We offer open courses for teachers on a range of topics from practical solutions for dyslexia to help with dyscalculia or bespoke training tailored to your needs. Our training enables you to help dyslexic children flourish in your classroom

More information and full lists of dates atwww.bdadyslexia.org.uk